In this episode I unpack Bailenson’s (2021) publication titled “Nonverbal overload: A theoretical argument for the causes of Zoom fatigue,” which describes four potential causes for Zoom fatigue.
Read MoreIn this episode I unpack Tsan, Boyer, and Lynch’s (2016) publication titled “How early does the CS gender gap emerge? A study of collaborative problem solving in 5th grade computer science,” which investigates the potential impact of gendered groups on the quality of completed Scratch projects in an in-school computer science class for 5th grade students.
Read MoreIn this episode I unpack Mellström’s (2009) publication titled “The intersection of gender, race and cultural boundaries, or why is computer science in Malaysia dominated by women?,” which “points to a western bias of gender and technology studies, and argues for cross-cultural work and intersectional understandings including race, class, age and sexuality” (p. 885).
Read MoreIn this episode I unpack Butler’s (1988) seminal publication titled “Performative acts and gender constitution: An essay in phenomenology and feminist theory,” which unpacks the notion that gender is a performative act that is socially and historically constructed.
Read MoreIn this episode I unpack Medel and Pournaghshband’s (2017) publication titled “Eliminating gender bias in computer science education materials,” which examines three examples of “how stereotypes about women can manifest themselves through class materials” (p. 411)
Read MoreIn this episode I unpack Denning’s (2017) publication titled “Remaining trouble spots with computational thinking: Addressing unresolved questions concerning computational thinking,” which answers three questions: what is computational thinking, how do we measure students’ computational abilities, and is computational thinking good for everyone?
Read MoreIn this episode I unpack Ericsson, Krampe, and Tesch-Römer’s (1993) publication titled “The role of deliberate practice in the acquisition of expert performance,” which debunks the notion of innate abilities within a domain and describes the role of deliberate practice in achieving expert performance.
Read MoreIn this episode I unpack Trancred et al.’s (2020) publication titled “Understanding women modders using the serious leisure perspective,” which discusses a survey that investigated motivations for participating in modding practices among women.
Read MoreIn this episode I unpack Regelski’s (2002) publication titled “On “methodolatry” and music teaching as critical and reflective praxis,” which problematizes the lack of philosophy, theory, and professional praxis in music education. Although this article is published in a music education journal, I discuss potential implications for computer science educators.
Read MoreIn this episode I unpack Jenkins et al.’s (2009) publication titled “Confronting the challenges of participatory culture: Media education for the 21st century,” which summarizes the three challenges in media literacy education and provides several core media literacy skills that can address these challenges.
Read MoreIn this episode I unpack Resnick and Rusk’s (2020) publication titled “Coding at a crossroads” which discusses challenges in CS and coding education, and summarizes the four guiding principles that educators can use when engaging in coding practices in their classroom.
Read MoreThis episode is the final episode of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 4, which synthesizes the concepts introduced in the previous chapters and discusses the difference between anti-dialogical and dialogical practices in education (and at large). This episode builds off the previous unpacking scholarship episodes on chapter one, chapter two, and chapter three so make sure you listen to those episodes before jumping in here.
Read MoreThis episode is episode three of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 3, which discusses the importance of dialogue when engaging in liberatory practices. This episode builds off the previous unpacking scholarship episodes on chapter one and chapter two, so make sure you listen to those episodes before jumping in here.
Read MoreThis episode is episode two of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 2, which discusses the “banking” approach to education that assumes students are repositories of information, and then proposes a liberatory approach to education that focuses on posing problems that students and teachers collaboratively solve. If you haven’t listened to the discussion on the first chapter, click here.
Read MoreThis episode is the start of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 1, which discusses how oppressors maintain control over the oppressed. Following unpacking scholarship episodes discuss what this looks like in education and how educators can adopt a “pedagogy of the oppressed” to break cycles of oppression.
Read MoreIn honor of national suicide prevention week, in this week’s episode I read a paper I wrote on the topic of depression, suicide, and computer science education. This paper is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations computer science educators work with; 3) A vignette of a computer science educator helping a student through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a computer science educator's perspective on a student who committed suicide; and 7) Closing thoughts.
If you or anyone you know are experiencing signs of depression or suicidal ideation, please reach out to local healthcare professionals or call the National Suicide Prevention Lifeline: 1-800-273-8255
Read MoreIn this episode I unpack Goode’s (2008) publication titled “Increasing diversity in K-12 computer science: Strategies from the field," which provides suggestions for educators who are interested in increasing the diversity of their CS classes or programs.
Read MoreIn this episode I unpack Goode’s (2010) publication titled “Connecting K-16 curriculum & policy: Making computer science engaging, accessible, and hospitable for underrepresented students” which discusses the development process behind the Exploring Computer Science curriculum, as well as the policy work that occurred in parallel with the the curriculum development.
Read MoreIn this episode I unpack Washington's (2020) paper titled "When twice as good isn't enough: The case for cultural competence in computing," which explores the five elements and six stages of cultural competence in relation ton undergraduate computing programs.
Read MoreIn this episode I unpack Ladson-Billings’ (1995) seminal publication titled “Toward a theory of culturally relevant pedagogy,” which influenced much of the discourse around culturally relevant pedagogy in computer science education.
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